THE ISSUE OF USING ADAPTIVE EDUCATIONAL TECHNOLOGIES IN FORMING METACOGNITIVE COMPETENCE IN PHYSICS EDUCATION

Abstract

This article theoretically analyzes the problem of using adaptive learning technologies in the formation of students' metacognitive competencies using the example of the electricity and magnetism section of the 8th grade physics course. Metacognitive competence refers to the ability of students to monitor, manage, and reflect on their own learning process. Adaptive technologies, on the other hand, select tasks in accordance with the individual readiness and needs of students and provide personalized feedback in real time. A review of the literature and a generalization of existing studies show that such technologies can be an effective tool for deepening knowledge, increasing student motivation, and developing metacognitive strategies in physics lessons. At the same time, limitations such as technological infrastructure, teacher qualifications, algorithmic bias, and digital inequality were identified. The article develops recommendations for overcoming these problems.